Att synliggöra och utmana normer : Pedagogers strategier och förutsättningar i förskolan

Sammanfattning

Early childhood educators have a significant influence on how children are affected, both positively and negatively, through the norms conveyed in their work. These norms can shape children’s perceptions of themselves and others. Our previous experiences from professional internships and field-based training indicate that work with norms varies both in terms of pedagogical approaches and organizational conditions. The purpose of this qualitative study is to investigate how educators describe their strategies for addressing stereotypical norms in preschool and how they perceive their ability to work systematically with these issues. The study is based on interviews with four preschool teachers and two childcare workers working in the Stockholm area. The collected data was analyzed with reference to previous research and theoretical concepts such as norm criticism, intersectionality, and compensatory work.The results show that educators use language strategies and work with the environment and materials to counteract stereotypical norms. At the same time, the understanding of norms varies, with gender receiving the most attention while other perspectives are often overlooked. This work takes place primarily at the individual level and lacks common guidelines, and it is not prioritized at the organizational level despite an expressed desire for professional development.